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6.
learning is about conversations
• if learning is a social activity …
• how do we facilitate conversations and
interactions around educational content and
resources?
• can learning content be considered a ‘social
object’?

16.
solution
• Leverage the power of a social library
system:
– maintain core functionality of Bibsonomy
codebase – personalisation, discovery, tagging,
groups and sharing
– add social functionality through a commenting
system, local search, local groups, and
contextualise by embedding inside a VRE
(Virtual Research Environment)

22.
transitional design for learning
• It is not so much about doing away with
institutional VLEs but rather shifting their
position as the central point of reference -
by allowing integration with and aggregation
to and from other distributed tool-sets that
may be personally owned by the learner

25.
2. who are our learners?
• educating the Net generation
• http://www.educause.edu/educatingthenetgen/5989
• the Google generation is a myth
• http://www.jisc.ac.uk/news/stories/2008/01/googlegen.aspx
“The report by the CIBER research team at UCL shows that
research-behaviour traits that are commonly associated with
younger users – impatience in search and navigation, and
zero tolerance for any delay in satisfying their information
needs – are now the norm for all age-groups, from younger
pupils and undergraduates through to professors.”

26.
3. who are our teachers?
“Teachers are split over the merits of Web 2.0 tools in the
classroom, according to research conducted for ntl:Telewest
Business. Half of teachers questioned believe that Web 2.0
applications, such as Facebook, MySpace, YouTube and
Wikipedia are valuable educational tools, yet the rest felt
they are a distraction with no real academic benefit.”
http://www.nmk.co.uk/articles/1020